Online Research
The Relevance of Situated Cognition Theory for ICT-Mediated Instruction
Situation
Cognition theory posits that all knowledge is situated in activity bound to
social, cultural and physical contexts and that knowing is inseparable from
doing. Researchers propose that learning is naturally tied to an authentic
activity and is shaped by context and culture because knowledge is situated in,
and is also an outcome of authentic cultural activities. (Brown, Collins & Duguid,1989). Hence, Hennessy (1993)
affirms that situated cognition recognizes the important role played by the
social and physical aspects of learning environments. In these environments,
students collaborate with one another and their teachers to cultivate a culture
of learning within a community of practitioners. Learning is seen as a process
of enculturation brought about by individual participation in socially
organized practices through which specialized local knowledge, rituals,
practices and vocabulary are developed in the learner. (Hennessy,1993).
Concepts learnt are within the context of the activity and cognitive processes are
related to the learner’s interaction with materials and others. Mental images
that learners create are the results of the learner’s interactions, perceptions
and behavior. Chiou (1992) posits that decisions are taken as an event unfolds
and not reliance on the application of memorized rules. Mills (2011) noted that
within a community of practice, member of the community learn from their
interactions with each other as they share information and develop unique
practices. Situated Cognition will therefore require channels of communication
for sharing knowledge and insights and for allowing members of the community to
critique and present their views on issues. Hence ICT tools will provide such
platforms where collaborative tasks, expression of opinions and problem solving
skills can be supported. Mills (2011) noted that social networking tools can
effectively support learning based on situated cognition, particularly in the
development of higher order thinking and explained that it allow individuals to
maintain and develop social ties in a multi-faceted and multi-sensory
environment.
Wikis is a tool as explained by Klobas (2006) for use by multiple authors to jointly edit, add or modify the information on the pages of any written document to produce a collaborate document. As such wikis allows students to become co-creators of class content. Teacher will instruct students on how to use a wikis, which they will practice in the classroom. In situated cognition, knowing how something is done is inseparable from doing it.
An online activity which I can implement in my classroom, and which children can use to practice using wikis, is creative writing. The students will be placed in groups where the teacher will dictate the following sentence; “It was a dark and stormy night.” Each group will then brainstorm to generate ideas around the given sentence. They will then collaborate with each other to develop and write more sentences and ideas from their imagination to make a story. Once all the sentences have been added to the story and the story is completed, the students will then edit, revisit or rewrite the story, restructure sentences, change vocabulary, revisit the plot, the story line and also select images, compose dialogue if necessary and metaphors of the language. Wikis provides them with the capability of performing these tasks. Hence, students will be able to exchange ideas online, deliberate, prepare and make an online presentation as they evaluate, synthesize and problem solve collaboratively. This approach to writing will give power to the students as it sets no limitations for them with what they can achieve with their writing. With such a chance for autonomous learning situated cognition has given students a sense of power and accountability.
Wikis is a tool as explained by Klobas (2006) for use by multiple authors to jointly edit, add or modify the information on the pages of any written document to produce a collaborate document. As such wikis allows students to become co-creators of class content. Teacher will instruct students on how to use a wikis, which they will practice in the classroom. In situated cognition, knowing how something is done is inseparable from doing it.
An online activity which I can implement in my classroom, and which children can use to practice using wikis, is creative writing. The students will be placed in groups where the teacher will dictate the following sentence; “It was a dark and stormy night.” Each group will then brainstorm to generate ideas around the given sentence. They will then collaborate with each other to develop and write more sentences and ideas from their imagination to make a story. Once all the sentences have been added to the story and the story is completed, the students will then edit, revisit or rewrite the story, restructure sentences, change vocabulary, revisit the plot, the story line and also select images, compose dialogue if necessary and metaphors of the language. Wikis provides them with the capability of performing these tasks. Hence, students will be able to exchange ideas online, deliberate, prepare and make an online presentation as they evaluate, synthesize and problem solve collaboratively. This approach to writing will give power to the students as it sets no limitations for them with what they can achieve with their writing. With such a chance for autonomous learning situated cognition has given students a sense of power and accountability.
References
Chiou, G. F. (1992). Situated learning, metaphors, and computer-based learning
environments. Educational Technology, 32, 7-11.
Brown, J. S, Collins, A.& Duguid, P. (1989). Situated cognition and the culture of learning.
Education Researcher, 18, 32-42.
Hennessy, S. (1993). Situated cognition and cognitive apprenticeship: Implications for
classroom learning. Studies in Science Education, 22, 1-41.
Klobas, J. (2006). Wikis, from social software to social information space. In J. Klobas
(Ed.), Wikis: Tools for information work and collaboration. (pp.1-33.). Oxford, England: Chandos Publishing.
Mills, N. (2011). Situated learning through social networking communities: The development of joint enterprise, mutual engagement, and a shared repertoire. CALICO Journal, 2, 345-368.
Chiou, G. F. (1992). Situated learning, metaphors, and computer-based learning
environments. Educational Technology, 32, 7-11.
Brown, J. S, Collins, A.& Duguid, P. (1989). Situated cognition and the culture of learning.
Education Researcher, 18, 32-42.
Hennessy, S. (1993). Situated cognition and cognitive apprenticeship: Implications for
classroom learning. Studies in Science Education, 22, 1-41.
Klobas, J. (2006). Wikis, from social software to social information space. In J. Klobas
(Ed.), Wikis: Tools for information work and collaboration. (pp.1-33.). Oxford, England: Chandos Publishing.
Mills, N. (2011). Situated learning through social networking communities: The development of joint enterprise, mutual engagement, and a shared repertoire. CALICO Journal, 2, 345-368.